Understanding Digital Native Parents' Perspectives of Flipped Classrooms: An Exploratory Case Study

Autor/in	Medone, Laura Michelle
Titel	Understanding Digital Native Parents' Perspectives of Flipped Classrooms: An Exploratory Case Study
Quelle	(2019), (191 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-4556-9
Schlagwörter	Hochschulschrift; Dissertation; Computer Literacy; Knowledge Level; Age Groups; Parent Attitudes; Blended Learning; Homework; Video Technology; Teaching Methods; Technology Uses in Education; Parent Participation; Secondary School Students; Parent Teacher Cooperation; Parent Student Relationship; Information Technology; Familiarity + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Computerkenntnisse; Wissensbasis; Age grop; Altersgruppe; Elternverhalten; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elternmitwirkung; Sekundarschüler; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Informationstechnologie
Abstract	The need to prepare students with 21st-century skills via technology integration into the classrooms is a must. This need has led to innovations in pedagogy such as flipped classroom models. This phenomenon makes use of technology to deliver the content of the class at home, allowing classroom time to be more productively spent extending the knowledge and creating higher order thinking skills while simultaneously incorporating life-long skills for the students. At the same time, parental involvement in the student's education is more essential than ever. The purpose of this exploratory case study was to examine digital immigrant parents' perceptions of the flipped classroom model through the theoretical lens of Bandura's Social cognitive theory and parental self-efficacy to develop a deeper understanding of how parents are supporting their digital native teens in an innovative flipped classroom environment. The aim was to provide a foundational knowledge of the influences, motivations, challenges, and benefits of the flipped classroom as perceived by digital immigrant parents. The study provided insights on how parents are adapting to educational models, which they did not experience first-hand, and how this might affect student and family involvement in the teen's education. The participants for the study were digital immigrant parents who have digital native teens in secondary schools that incorporate flipped classroom models. The findings provided insight into parents' perspectives, demonstrating that digital immigrant parents require more information and assistance in understanding the flipped classroom order to assist their teens better. Future research is needed on the quantity and quality of the current communications as well as the effects of general digital interactions with digital immigrant parents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01